教育學報



個別學業成敗原因的歸因含意

1989.第17卷第2期(Vol. 17 No. 2).pp. 148–152

 

個別學業成敗原因的歸因含意

Meaning of Individual Causes in Academic Achievement

侯傑泰(Kit-Tai HAU)

摘要

本研究旨在了解個別原因(例如:努力)在歸因度向(例如:可控制性)上的含意。受試者為香港的中學生,他們評定十三個原因在內源、可控制性、穩定性及影響廣泛性度向上的意義。結果顯示努力、讀者興趣、學習技巧及讀書能力有甚多共通特性,它們都是非常內源、可控制、穩定及影響廣泛的。本報告亦討論個別原因在歸因度向上的跨文化差異,及努力在中國文化的重要性。

Abstract

The present study attempts to examine the causal dimensional meaning (e.g., controllability) of individual causes (e.g., effort). Students in Hong Kong were asked to rate the dimensional meaning of 13 individual causes along four causal dimensions (internality, controllability, stability and globality). It was found that effort, interest in study, study skill, and ability in study shared common characteristics in that they were believed to be very internal, controllable, stable and global. Cross-cultural differences in the semantic dimensional placement of causes and the salience of effort in Chinese culture were discussed.